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Ghanaian Language · B8

Term 3 · Week 4 · 2.00 credits · GHS 1.00

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Lesson Note - Ghanaian Language

DOKYIWA COMMUNITY M/A JHS

Weekly Lesson Plan

JHS 2 (B8) · Term 3

Ghanaian Language

Akan (Asante Twi)

Lesson 1 of 1

Week Ending

Friday, 15 May 2026 Backdated

Week & Term

Week 4 · Term 3

Class Teacher

PHILIP BOADU

Subject

Ghanaian Language Akan (Asante Twi)

Class

JHS 2 (B8)

Class Size

Duration

100 mins

Week No.

Week 4

Bilingual Format: Teacher instructions are in English, while learner-facing content is in Akan (Asante Twi).

Strand

2. LISTENING AND SPEAKING

Sub-Strand

6. PRESENTATION — EVERYDAY EXPERIENCE

Content Standard & Indicator

B8.2.6.1.1

Content Standard

Understand

Indicator

Develop and modify their language in narrating some selected daily activities. the main ideas and supporting points in texts

Performance Indicator

Learners will narrate their selected daily activities using clear main ideas and supporting points in Akan (Asante Twi).

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (9 mins) Preparing the brain	Phase 2: Main (33 mins) New learning + assessment	Resources	Phase 3: Plenary (10 mins) Reflection + exercise
Mon 11 May 2026	1Learners will recall and identify main activities they perform daily at home or in their community 2Ask learners: 'Wobɔ ade ben nnɔnɔ?' (What do you do today?). Learners call out activities in Akan — cooking, sweeping, going to market, fetching water. Write 3–4 responses on the board	UNDERSTANDING DAILY ACTIVITIES THROUGH GUIDED NARRATION 1Play an audio recording from the Textbook of an adult narrating a Saturday activity at home in Akan (e.g., Yaw's morning routine: waking, bathing, eating, helping parents). Learners listen and note 2–3 main activities they hear. Pause the audio and ask: 'Yaw bɔɛ ade ben?' (What did Yaw do?). Learners repeat the activities chorally 2Read aloud from the Textbook a simple narrative about visiting Makola Market: 'Me din de Ama. Memeneda no, me ne me maame kɔɔ Makola. Aduan wɔ hɔ pii. Me maame tɔɔ nkate ne tomato.' Learners underline the main activities (going, seeing goods, buying) in their Exercise books. Ask: 'Ama ne ne maame kɔɛ dea?' (Where did Ama and her mother go?). Learners answer in Akan 3Struggling learners: repeat the audio a second time and provide a list of 5 activity words in Akan to choose from. NARRATING PERSONAL DAILY EXPERIENCE WITH SUPPORTING DETAILS 4Learners work in pairs. One learner narrates one activity they do every Saturday (e.g., farming, cooking, cleaning) using 2–3 sentences in Akan. The other listens and writes down the main activity and one supporting detail (time, place, or tool used). Example: 'Me din de Kwame. Memeneda no, midii ɔha ata. Memeneda no meduu fie, meduu wo nnoboa.' Pairs switch roles. Use Textbook during the task 5Select one representative from each pair to narrate their partner's activity to the whole class in Akan (3–4 sentences). The class identifies the main activity and the supporting point together. Record 2–3 examples on the board under headings: 'Asɛm' (main activity) and 'Akontabuo' (supporting detail). Use Textbook during the task 6Struggling learners: provide a sentence starter frame in Akan: 'Me din de ___. ___neda no, midi ___.' and list 4–5 common activities to choose from.	1Textbook 2Audio recordings 3Exercise book	1Ask 3 learners to stand and each narrate one sentence in Akan about a daily activity they perform at home or in school. The class listens and claps to show they understood the main idea 2Learners whisper their favourite activity they heard today to their partner, then repeat it aloud as a whole class chant in Akan (e.g., 'Miduu fie!' — 'We go home!'). Reinforce that clear narration helps others understand what we do Exercise 1Narrate in Akan (3–4 sentences) one activity you do every day. Include the main activity and one supporting detail (time, place, or person). Example: 'Me din de Abena. Adeakye no, midi ɔha ata wɔ fie. Me maame ne me din de Ama. Madidi yoo aduan pa.' in their exercise books.
Tue 12 May 2026	1Recall prior knowledge of daily activities and identify key vocabulary for narration by remembering words and phrases learned in Day 1 2Ask learners: 'Edin a wɔyɛ no wɔ anadwo yi de?' (What activities did you do yesterday?). Learners whisper their answer to their partner first, then one volunteer shares with the class	NARRATING A DAILY ACTIVITY WITH MAIN IDEA AND SUPPORTING DETAILS 1Play an audio recording from the textbook showing Ama describing her Saturday market visit: 'Memeneda no, me maame ne me kɔɔ Makola. Wɔ hɔ, me maame kɔɔ ɔbɔbɔ mu na ɔkɔtɔɔ yam, tomu ne nkatekwan. Me de ne din yi de n'ase de akontaburow.' Learners listen and identify three main points: 1) Who went? 2) Where did they go? 3) What did they do? Learners write the three points in exercise books 2Pair learners and give each pair a new scenario from the textbook: Kwame's visit to his uncle's farm. Ask: 'Ɛno de, Kwame ne ne wɔfa kɔɔ okua mu. Ɔbɔbɔ nu yi de, wonkɔɔ n'ewiem na wɔtɔɔ aduan. Wɔsan ne wɔgoro adum ne mmonini adum akɔ fie.' Pairs identify the main idea and two supporting points, then whisper their answers to each other before class sharing 3Struggling learners: work with the teacher to identify main idea only (who, where). Fast finishers can add one extra supporting detail from their own experience. DEVELOPING NARRATION WITH DESCRIPTIVE LANGUAGE AND SEQUENCE WORDS 4Write four sequence words on the board: 'Firim', 'Akyire', 'Afe', 'Deɛ akɔ so'. Explain each in English: first, then, after that, finally. Model a complete narration: 'Meneda no, me kɔɔ sukuu. Firim, me kɔɔ sukuu na me susuu no. Akyire, mɛkɔɔ ahemfie mu ma mɛkat asɛm. Deɛ akɔ so, me kɔɔ fie.' Ask learners to repeat chorally, then select one learner to demonstrate the narration on the board, speaking clearly as they write sequence words. Use Textbook during the task 5Distribute exercise books and ask learners to narrate one activity they do every Sunday at home, using at least two sequence words and at least two supporting details. Learners write notes first, then practise saying aloud to their partner. Call on three learners (one from front, one from middle, one from back) to stand and narrate to the class. Classmates listen and count how many sequence words and supporting details they hear, showing fingers 1–5 6Struggling learners: use the teacher's model sentence frame and add only one sequence word. Average learners complete as described.	1Textbook 2Audio recordings 3Exercise book 4Picture cards (cooking, farming, market, schooling, playing) 5Whiteboard and markers	1Ask learners to rate their confidence on a scale by showing fingers: 'Mefu asɛm sɛ me tumi ka asɛm no ma wo?' (Can you tell a story now?). Fingers 1–3 = still learning; 4–5 = confident. Address any low-confidence learners with a quick two-sentence recap of the sequence words 2Pairs compare their narrations from Phase 2. One learner tells their partner's story back using the sequence words and supporting points they remember. Partners give thumbs up if the main idea was correct Exercise 1Narrate what you do on a typical school day (from morning to afternoon) using at least three sequence words and two supporting details. Write your narration as notes in exercise book and speak it aloud to your partner, who listens and counts your sequence words

Class Teacher

PHILIP BOADU

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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